technical world view,” as described by James A. Berlin (Alexander). However, this method has dense criticism in that it encourages the separation of form from content (Alexander). It has also been said to produce the “canned, dull, lifeless student essay that seemed the logical outcome of a rules-driven, teacher-centered, curriculum that ignores student interests, needs and talents,” in other words “dead writing” (Tobin 5).
For the first day of her art history class at Wellesley, Katherine Watson
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